Read Alouds and Beyond: The Effects of Read Aloud Extension Activities on Vocabulary in Head Start Classrooms

Autor/inn/en	Silverman, Rebecca; Crandell, Jennifer DiBara; Carlis, Lydia
Titel	Read Alouds and Beyond: The Effects of Read Aloud Extension Activities on Vocabulary in Head Start Classrooms
Quelle	In: Early Education and Development, 24 (2013) 2, S.98-122 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2011.649679
Schlagwörter	Preschool Children; Federal Programs; Early Childhood Education; Disadvantaged Youth; Intervention; Reading Aloud to Others; Control Groups; Experimental Groups; Small Group Instruction; Observation; Fidelity; Comparative Analysis; Statistical Data; Measures (Individuals); Hierarchical Linear Modeling; Predictor Variables; Vocabulary Skills; Vocabulary Development; Student Evaluation; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Benachteiligter Jugendlicher; Beobachtung; Messdaten; Prädiktor; Aktiver Wortschatz; Wortschatzarbeit; Schulnote; Studentische Bewertung
Abstract	A study was conducted in 26 Head Start classrooms with 264 children to compare the effect of a read aloud plus extension activities intervention over a control group to the effect of a read aloud only intervention over a control group on preschool children's vocabulary. Children were assessed before and after the intervention on target vocabulary and general vocabulary measures. Research Findings: The results suggest that the effects of the read aloud plus intervention were stronger than the effects of the read aloud only intervention on target word learning. In addition, the effects of the read aloud plus intervention on target word learning were stronger for children with higher versus lower general vocabulary knowledge. Neither intervention had an effect on general word knowledge. Practice or Policy: Observation and fidelity data are used to contextualize the findings, and the results are discussed in light of the extant literature on preschool vocabulary interventions. (Contains 8 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10